1887
Volume 26, Issue 2
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This paper proposes a linguistic theoretical review of French spelling surrounding regularity and consistency questions both in the description of forms and in the estimation of regularity. After having described the terminological ambiguity that prevails in these analyses and after having shown the impact of this ambiguity on the analysis of written errors, we propose a new classification of French written errors passing through theoretically-driven and concept-driven analyses. This classification, focuses on the production of lexical and grammatical spelling created for the DynaPen project and is available on OSF.

Loading

Article metrics loading...

/content/journals/10.1075/wll.00080.sou
2024-10-04
2025-04-22
Loading full text...

Full text loading...

References

  1. Beauvois, M.-F., & Dérouesné, J.
    (1981) Lexical or Orthographic Agraphia. Brain: a journal of neurology, 1041, 21–49.
    [Google Scholar]
  2. Bonin, P.
    (2003) Production verbale de mots. Approche cognitive. De Boeck.
    [Google Scholar]
  3. Bonin, P., Chalard, M., Méot, A., & Fayol, M.
    (2002) The determinants of spoken and written picture naming latencies. British Journal of Psychology, 93(1), 89–114. 10.1348/000712602162463
    https://doi.org/10.1348/000712602162463 [Google Scholar]
  4. Bonin, P., Collay, S., & Fayol, M.
    (2008) La consistance orthographique en production verbale écrite : Une brève synthèse. L’Année Psychologique, 1081, 517–546.
    [Google Scholar]
  5. Bonin, P., Peereman, R., & Fayol, M.
    (2001) Do Phonological Codes Constrain the Selection of Orthographic Codes in Written Picture Naming?Journal of Memory and Language, 45(4), 688–720. 10.1006/jmla.2000.2786
    https://doi.org/10.1006/jmla.2000.2786 [Google Scholar]
  6. Bouraoui, J.-L., Boissière, Ph., Vella, F., Lagarrigue, A., Mojahid, M., Laur, D., Vigouroux, N., & Nespoulous, J.-L.
    (2007) Prolégomène à l’étude des erreurs en production écrite. Proposition en vue de la mise au point d’une grille d’analyse (IRIT/PR-2007-7-FR; p. 26). IRIT.
    [Google Scholar]
  7. Caramazza, A., Miceli, G., Villa, G., & Romani, C.
    (1987) The role of the Graphemic Buffer in spelling : Evidence from a case of acquired dysgraphia. Cognition, 26(1), 59–85. 10.1016/0010‑0277(87)90014‑X
    https://doi.org/10.1016/0010-0277(87)90014-X [Google Scholar]
  8. Catach, N.
    (1980) L’othographe française. Traité théorique et pratique, avec des travaux d’application et leurs corrigés (Nathan).
    [Google Scholar]
  9. Catach, N., Gruaz, C., & Duprez, D.
    (2016) L’orthographe française : Traité théorique et pratique avec des travaux d’application et leurs corrigés (Armand Colin).
    [Google Scholar]
  10. Content, A., Mousty, P., & Radeau, M.
    (1990) BRULEX. Une base de données lexicales pour le français écrit et parlé. L’Année Psychologique, 901, 551–556.
    [Google Scholar]
  11. Content, A., & Radeau, M.
    (1988) Données statistiques sur la structure orthographique du Français. Cahiers de Psychologie Cognitive/European Bulletin of Cognitive Psychology (Special isue), 871.
    [Google Scholar]
  12. Côté, M.-H.
    (2005) Le statut lexical des consonnes de liaison. Langages, 1581, 66–78.
    [Google Scholar]
  13. Daurat, A., Etchecopar, P., Bezy, C., & Soum-Favaro, C.
    (2008) Evaluation clinique de deux patients présentant un trouble acquis de la lecture. Rééducation orthophonique, 2351, 77–94.
    [Google Scholar]
  14. Delattre, M., Bonin, P., & Barry, C.
    (2006) Written spelling to dictation : Sound-to-spelling regularity affects both writing latencies and durations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(6), 1330–1340. 10.1037/0278‑7393.32.6.1330
    https://doi.org/10.1037/0278-7393.32.6.1330 [Google Scholar]
  15. Ellis, A. W.
    (1979) Slips of the pen. Visible Language, 131, 265–282.
    [Google Scholar]
  16. (1988) Normal writing processes and peripheral acquired dysgraphias. Language and Cognitive Processes, 3(2), 99–127. 10.1080/01690968808402084
    https://doi.org/10.1080/01690968808402084 [Google Scholar]
  17. Fayol, M.
    (1997) Des idées au texte. Psychologie cognitive de la production verbale, orale et écrite. Presses Universitaires de France.
    [Google Scholar]
  18. (2019) Research on Written Word Production and Writing Research. InSpelling and Writing Words. Theoretical and Methodological Advances (Brill, Vol.391, p.226).
    [Google Scholar]
  19. Fayol, M., Hupet, M., & Largy, P.
    (1999) The acquisition of subject-verb agreement in written French : From novices to experts’ errors. Reading and Writing, 111, 153–174.
    [Google Scholar]
  20. Fayol, M., Largy, P., & Lemaire, P.
    (1994) Cognitive Overload and Orthographic Errors : When Cognitive Overload Enhances Subject–Verb Agreement Errors. A Study in French Written Language. The Quarterly Journal of Experimental Psychology Section A, 47(2), 437–464. 10.1080/14640749408401119
    https://doi.org/10.1080/14640749408401119 [Google Scholar]
  21. Gak, V. G.
    (1976) L’orthographe du français. Essai de description théorique et pratique (Selaf).
    [Google Scholar]
  22. Gimenes, M., Perret, C., & New, B.
    (2020) Lexique-Infra : Grapheme-phoneme, phoneme-grapheme regularity, consistency, and other sublexical statistics for 137,717 polysyllabic French words. Behavior Research Methods, 52(6), 2480–2488. 10.3758/s13428‑020‑01396‑2
    https://doi.org/10.3758/s13428-020-01396-2 [Google Scholar]
  23. Gosse, C., & Van Reybroeck, M.
    (2020) Do children with dyslexia present a handwriting deficit? Impact of word orthographic and graphic complexity on handwriting and spelling performance. Research in Developmental Disabilities, 971, 103553. 10.1016/j.ridd.2019.103553
    https://doi.org/10.1016/j.ridd.2019.103553 [Google Scholar]
  24. Haton, J.-P., & Lamotte, M.
    (1971) Etude statistique des phonèmes et diphonèmes dans le français parlé. Revue d’acoustique, 161, 258–262.
    [Google Scholar]
  25. Kandel, S., Lassus-Sangosse, D., Grosjacques, G., & Perret, C.
    (2017) The impact of developmental dyslexia and dysgraphia on movement production during word writing. Cognitive Neuropsychology, 34(3–4), 219–251. 10.1080/02643294.2017.1389706
    https://doi.org/10.1080/02643294.2017.1389706 [Google Scholar]
  26. Kreiner, D. S.
    (1996) Effects of Word Familiarity and Phoneme-Grapheme Polygraphy on Oral Spelling Time and Accuracy. The Psychological Record, 46(1), 49–70. 10.1007/BF03395163
    https://doi.org/10.1007/BF03395163 [Google Scholar]
  27. Lafon, J.-C.
    (1961) Message et phonétique. Introduction à l’étude acoustique et physiologique du phonème. (Presses Universitaires de France).
    [Google Scholar]
  28. Lambert, E., Sausset, S., & Rigalleau, F.
    (2015) The ortho-syllable as a processing unit in handwriting : The mute e effect. Reading and Writing, 28(5), 683–698. 10.1007/s11145‑015‑9545‑4
    https://doi.org/10.1007/s11145-015-9545-4 [Google Scholar]
  29. Lambert, J.
    (2008) Langage écrit. InTraité de neuropsychologie clinique. Nerosciences cognitives et cliniques de l’adulte (De Boeck).
    [Google Scholar]
  30. Lecours, A. R.
    (1996) Langage écrit : Histoire, théorie et maladie. L’Orthoédition.
    [Google Scholar]
  31. Lecours, A. R., & Lhermite, F.
    (1969) Phonemic paraphasias : Linguistic structures and tentative hypotheses. Cortex, 51, 193–228.
    [Google Scholar]
  32. Lecours, A. R., Tainturier, M.-J., Soum, C., & Lambert, V.
    (1996) Démarche clinique. InLangage écrit : Histoire, théorie et maladie (p.91–148). L’orthoEdition.
    [Google Scholar]
  33. Léon, P. R.
    (1966) Prononciation du français standard. Aide -mémoire d’orthoépie. (Didier).
    [Google Scholar]
  34. Lété, B., Sprenger-Charolles, L., & Colé, P.
    (2004) Manulex : A grade-level lexical database from French elementary-school readers. Behavior Research Methods, Instruments, & Computers, 361, 156–166.
    [Google Scholar]
  35. Levenshtein, V.-I.
    (1966) Banary codes capable of correcting deletions, insertions, and reversals. Cyber. Contr. Theory, 10(8), 707–710.
    [Google Scholar]
  36. Lucci, V., & Millet, A.
    (1994) L’orthographe de tous les jours. Enquête sur les pratiques orthographiques des Français. Honoré Champion.
    [Google Scholar]
  37. Mesquida, C., Largy, P., Soum-Favaro, C., & Gunnarsson, C.
    (2010) Lorsque qu’une liaison prénominale gène puis facilite la production du pluriel des noms chez l’enfant. Synergies-Pays Scandinaves, 51, 113–121.
    [Google Scholar]
  38. Nespoulous, J.-L.
    (1990) De la difficulté d’interprétation des mmanifestations de surface. InLinguistique et NEUROPSYCHOlinguistique : Tendances actuelles (p.5–14). Société de Neuropsychologie de Langue Française.
    [Google Scholar]
  39. New, B., Pallier, C., Brysbaert, M., & Ferrand, L.
    (2004) Lexique 2 : A new French lexical database. Behavior Research Methods, Instruments, & Computers, 36(3), 516–524. 10.3758/BF03195598
    https://doi.org/10.3758/BF03195598 [Google Scholar]
  40. New, B., Pallier, C., Ferrand, L., & Matos, R.
    (2001) Une base de données lexicales du français contemporain sur Internet : LEXIQUE. L’Année Psychologique, 1011, 447–462.
    [Google Scholar]
  41. Pacton, S.
    (2019) Implicit Statistical Learning of Graphotactic Knowledge and Lexical Orthographic Acquisition. InSpelling and Writing Words. Theoretical ans Methodological Advances (Brill, p.41–66).
    [Google Scholar]
  42. Pallaud, B.
    (2006) Une base de données sur les troncations involontaires de mots en français parlé. Travaux Interdisciplianirtes du Laboratoire Parole et Langage d’Aix-en-Provence, 251, 173–184.
    [Google Scholar]
  43. Peereman, R., & Content, A.
    (1999) LEXOP: A lexical database providing orthography–phonology statistics for French monosyllabic words. Behavior Research Methods, Instruments, & Computers, 31(2), 376–379.
    [Google Scholar]
  44. Perry, C., & Ziegler, J. C.
    (2004) Beyond the Two-Strategy Model of Skilled Spelling : Effects of Consistency, Grain Size, and Orthographic Redundancy. The Quarterly Journal of Experimental Psychology Section A, 57(2), 325–356. 10.1080/02724980343000323
    https://doi.org/10.1080/02724980343000323 [Google Scholar]
  45. Planton, S.
    (2014) Processus centraux et périphériques en production écrite de mots : Études comportementales, en neuroimagerie fonctionnelle et par stimulation magnétique transcrânienne. [Thèse de Doctorat]. Université de Toulouse 3 Paul Sabatier.
    [Google Scholar]
  46. Planton, S., Jucla, M., Démonet, J.-F., & Soum-Favaro, C.
    (2019) Effects of orthographic consistency and word length on the dynamics of written production in adults : Psycholinguistic and rTMS experiments. Reading and Writing, 32(1), 115–146. 10.1007/s11145‑017‑9776‑7
    https://doi.org/10.1007/s11145-017-9776-7 [Google Scholar]
  47. Pothier, B., & Pothier, P.
    (2004) EOLE Echelle d’Acquisition en Orthographe Lexicale. Du CP au CM2 (Retz).
    [Google Scholar]
  48. Rossi, M., & Peter-Defare, E.
    (1995) Lapis Linguae : Word errors or phonological errors?International Journal of Psycholinguistics, 11(1), 5–38.
    [Google Scholar]
  49. (1998) Les lapsus ou comment notre fourche a langué. Presses Universitaires de France.
    [Google Scholar]
  50. Sausset, S., Lambert, É., & Olive, T.
    (2016) La syllabe dans la production écrite de mots. L’Année Psychologique, 1–33. 10.4074/S0003503315000261
    https://doi.org/10.4074/S0003503315000261 [Google Scholar]
  51. Simoës-Perlant, A., Loury, F., Largy, P., Gunnarsson, C., & Soum-Favaro, C.
    (2013) L’effet de la liaison chez l’enfant dyslexique et normo-scripteur. A.N.A.E., 1241.
    [Google Scholar]
  52. Soum, C., & Nespoulous, J.-L.
    (1997) Contraintes phonologiques et erreurs orthographiques. Modèles linguistiques, XVIII(2), 139–164.
    [Google Scholar]
  53. Soum-Favaro, C., Gunnarsson, C., Simoës-Perlant, A., & Largy, P.
    (2014) La liaison à l’interface entre l’oral et l’écrit. InLa liaison : Approches contemporaines (p.380). Peter Lang.
    [Google Scholar]
  54. Soum-Favaro, C., Solier, C., Perret, C., Chesnet, D., Ros, C., & Barry, I.
    (2019) Etude des processus d’écriture dans la dysorthographie [Communication orale Toulouse Mind & Brain Institute].
    [Google Scholar]
  55. Sprenger-Charolles, L., Colé, P., Béchennec, D., & Kipffer-Piquard, A.
    (2005) French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4). European Review of Applied Psychology, 55(3), 157–186. 10.1016/j.erap.2004.11.002
    https://doi.org/10.1016/j.erap.2004.11.002 [Google Scholar]
  56. Sprenger-Charolles, L., Colé, P., Piquard-Kipffer, A., & Leloup, G.
    (2010) Evalec Enfant- Batterie informatisée d’évaluation diagnostique des troubles spécifiques d’apprentissage de la lecture. Ortho-Edition.
    [Google Scholar]
  57. Vallée, N., & Rousset, I.
    (2004) Indices en typologie des structures lexicales et syllabiques pour la discrimination et l’identification des langues [MIDL].
    [Google Scholar]
  58. Ziegler, J. C., Jacobs, A. M., & Stone, G. O.
    (1996) Statistical analysis of the bidirectional inconsistency of spelling and sound in French. Behavior Research Methods, Instruments & Computers, 28(4), 504–515. 10.3758/BF03200539
    https://doi.org/10.3758/BF03200539 [Google Scholar]
/content/journals/10.1075/wll.00080.sou
Loading
/content/journals/10.1075/wll.00080.sou
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error